A Study of Student-Teachers' Emotional Experiences and Their Development of Professional Identities.

ABSTRACT: A reciprocal relation has been identified between teacher emotion and teacher professional identity. However, the underlying mechanism explaining this complex interaction remains underexamined. Moreover, limited attention has been paid to the emotional dimension of student-teachers' development of professional identity during university coursework. To bridge this gap, the present study explores how student-teachers' emotions reciprocally interact with their professional identities, drawing data from questionnaires, reflections, and interviews with students taking courses related to language teaching in a teacher-training university. Both quantitative and qualitative data delineated the intertwined trajectories of student-teachers' emotional experiences and the development of professional i

SUBMITTER: Chen Z 

PROVIDER: S-EPMC8824257 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature